Principles of Transversality in Globalization and Education
Description
This unique book comprehensively covers the evolving field of transversality, globalization and education, and presents creative, research-based thought experiments that seek to unravel the forces of globalization impacting education.
Pursuing various approaches to and uses of transversality, with a focus on the ideas of Félix Guattari, it is the only book of its kind. Specifically, it examines the influence of Guattari at the forefront of educational research that addresses, enhances and sets free activist micro-perspectives, which can counter macro-global movements, such as capitalism and climate change.
This book is a global education research text that includes perspectives from four continents, providing a balanced and significant work on globalization in education.
Reviews / Votes
"Guattari's notion of 'transversality' that dates from 1964 that famously emphasises a micro-physics of desire in a material semiology that predates the discourse on globalization. Now for the first time in educational theory Cole and Bradley's collection spells out Principles of Transversality in Globalization and Education in lucid and imaginative terms." (Michael A. Peters, Professor, University of Waikato)"Editors Cole and Bradley have assembled a ground breaking collection of essays by international luminaries on the ways in which Guattarian transversality remaps educational theory and practice that will become a touchstone for a new generation of critical educators." (Gary Genosko, University of Ontario Institute of Technology)
"An important collection of essays that not only illustrate the brilliance of Felix Guattari's mind and the importance of his work (independent of his better known collaborator Gilles Deleuze), but also make an important contribution to thestudy of global education trends and practices. A valuable text for both students and researchers." (Ian Buchanan, Founding Editor of Deleuze and Guattari Studies)
"This collection of essay is essential reading for anyone interested in the philosophy of education: drawing on some of the most exciting theoretical ventures of the twenty-first century these thoughtful essays provide new ways of thinking about what transversality might mean in challenging learning environments. To think, teach and learn through the concept of the transversal is to be open to new imaginations of the globe, the self and - most importantly - the generation of relations." (Claire Colebrook, Professor of English, Penn State University)
"This boundary-crossing collection of essays illuminates, explores and in some way also explodes the notion of transversality, from a range of thematic and inter-disciplinary angles. Systematic in its meta-methodological approach, this is a brilliantly timedintervention on what education is capable of becoming. An inspiring read." (Rosi Braidotti, Distinguished University Professor, Utrecht University)
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Persons
Associate Professor David R. Cole works as an educational researcher at Western Sydney University, Australia. Currently the Globalisation theme leader at the Centre for Educational Research (CER), he has dedicated his career to exploring how the work of Gilles Deleuze and Félix Guattari can be used to critique, enliven and change educational practice; his efforts have yielded more than 100 publications and sixteen books in the field. Cole thinks in an international context and has completed 12 major research projects that have investigated how the ideas of Deleuze and Guattari work in an empirical sense. Cole's latest monograph is: "A Pedagogy of Cinema" (with Joff P.N. Bradley), Sense Publishers, Rotterdam.
Joff P.N. Bradley is associate professor in the faculty of language studies at Teikyo University in Tokyo, Japan. He is the co-author of Deleuze and Buddhism with Tony See and co-writer of A Pedagogy of Cinema with David R. Cole. He has co-edited Educational Philosophy and New French Thought with the same author. He is a member of the New Tokyo Group in Japan, a committed group of language scholars working on critical pedagogy projects in the nation's capital and beyond.